Workshop OUTCOME BASED EDUCATION 19-21 Aug 2015 KSKB SAS Ulu Kinta
LEARNING DOMAINS
AND
TAXONOMIES
Alias Mahmud
Training Management Division
Ministry Of Health Malaysia
Teacher Centered
Student Centered
LEARNING DOMAINS
The three domain of learning:
• Cognitive
• Affective, and
• Psychomotor
8 MQF Learning Outcome Domains
1
2
Knowledge
3
4
5
Values, attitudes and
professionalism
6
7
Problem solving
and scientific skills
8
KPSVCPIM
Social skills and
responsibilities
Practical Skills
Communication,
leadership and team
skills
Information
management and
lifelong learning
skills
Managerial and
entrepreneurial
skills
MQF & MOHE Learning Outcome Domains
MQF
MOHE
Knowledge
Knowledge
Practical Skills
Practical Skills
Social Skills and Responsibilities
Thinking and Scientific Skills
Values, Attitudes and
Professionalism
Communication Skills
Communication, Leadership and
Team Skills
Social Skills, Team work and
Responsibilities
Problem Solving and Scientific
Skills
Values, Attitudes and
Professionalism
Information Management Skills and
Lifelong Skills
Information Management Skills and
Lifelong Skills
Managerial and Entrepreneurial
Skills
KPSVCPIM
Managerial and Entrepreneurial
Leadership Skills
MATRIKS LEARNING OUTCOMES VS MQF LEARNING OUTCOMES
Learning
Outcomes
MQF Learning Outcomes Domain
MQF1
MQF2
MQF3
MQF4
Demonstrate fundamental
knowledge in medical and health
sciences
Demonstrate competence in
patient centered care
incorporating socio-culture and
caring values
Demonstrate sensitivities and
responsibilities towards the
community, culture, region and
environment
Adhere to legal, ethical principles
and the professional code of
conduct in medical and health
sciences
MQF1:
MQF2:
MQF3:
MQF4:
MQF5:
MQF6:
MQF7:
MQF8:
Knowledge
Practical skills
Social skills and responsibilities
Values, attitude and professionalism
Communication, leadership and team skills
Problem Solving and Scientific skills
Information Management and lifelong learning skills; and
Managerial and entrepreneurial skills
MQF5
MQF6
MQF7
MQF8
Change in Terms

Categories noun to verb
• Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe actions,
nouns do no

Reorganized categories
• Knowledge = product/outcome of thinking (inappropriate
to describe a category of thinking) now remembering
• Comprehension now understanding
• Synthesis now creating to better reflect nature of thinking
described by each category
Handout #
Remembering
The learner is able to recall, restate and
remember learned information
•
•
•
•
•
•
•
•
Describing
Finding
Identifying
Listing
Retrieving
Naming
Locating
Recognizing
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
Can students recall information?
Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
•
•
•
•
Classifying
Comparing
Exemplifying
Explaining
•
•
•
•
Inferring
Interpreting
Paraphrasing
Summarizing
Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…
Can students explain ideas or concepts?
Applying
Student makes use of information in a context
different from the one in which it was learned
• Implementing
• Carrying out
• Using
• Executing
Explain another instance where…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a
set of instructions about…
Can students use the information in
another familiar situation?
Analyzing
Student breaks learned information into
its parts to best understand that information
•
•
•
•
•
•
•
•
Attributing
Comparing
Deconstructing
Finding
Integrating
Organizing
Outlining
Structuring
If. ..happened, what might the ending have
been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
Can students break information into parts to explore
understandings and relationships?
Evaluating
Student makes decisions based on in-depth reflection,
criticism and assessment
•
•
•
•
•
•
•
•
Checking
Critiquing
Detecting
Experimenting
Hypothesising
Judging
Monitoring
Testing
Judge the value of... What do you think
about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Can students justify a decision or
a course of action?
Creating
Student creates new ideas and information using what
previously has been learned
•
•
•
•
•
•
•
Constructing
Designing
Devising
Inventing
Making
Planning
Producing
Design a...to...
If you had access to all resources, how
would you deal with...?
Design your own way to...
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
Can students generate new products,
ideas, or ways of viewing things?
AFFECTIVE DOMAIN
(Krathwohl Model)
Revise, require, rate, avoid,
resist, manage, maintain
Discuss, synthesizes,
organize, formulate,
balance, prioritize, combine
Measure, demonstrate,
appreciate, support, debate
Comply, follow, commend,
volunteer, engage in
Differentiate, accept,
listen for, respond to,
locates, point to
PSYCHOMOTOR DOMAIN
(Simpson’s Model)
Creating new movement patterns to
fit particular situation
Skills well developed & can be
modified to fit special requirements
The skillful performance of complex
movements
Learned responses have become
habitual
Early stages in learning a complex
skills-imitation and trial and error
Readiness to act
Ability to use sensory cues to guide
motor activity
LEVELS OF THINKING
LEARNING OUTCOMES
Statements
on what a learner
should know, understand and can do
upon the completion of a period of
study.
(MQA, 2008)
Specific statements of what learners will
be able to do (action verb) under what
conditions.
LEARNING OUTCOMES
Example:
At the end of the course, student should be able to;
Behavioural
Concept
apply fundamental knowledge in the field
of medical imaging
Context
ANATOMY OF LO
LEARNING OUTCOMES
Example:
At the end of the course, student should be able to;
Behavioural
Concept
demonstrate critical thinking and decision
making related to medical and health
sciences.
Context
ANATOMY OF LO